Competency 3: Identifying Post Secondary Expectations:
Summary: Guiding Questions:
How defined are the student's short term interests?
How motivated is the student to meet his/her short term interests?
How defined are the student's long term interests?
How motivated is the student to meet his/her long term interests?
What is the student's level of performance in skills that are essential for her/his long term interests?
What are the future (long-term) areas where the student is likely to achieve age appropriate mastery and what are the areas where the student is likely to have difficulty?
Based on the answers to the above questions, is the resulting statement challenging yet feasible?
Is the resulting statement outcome based?
Is the resulting statement written at a level of specificity appropriate for the student's grade level?
Each Iowa student must graduate with the 21st century skills necessary for a productive and satisfying life in a global knowledge-based environment. Descriptions of the new global reality are plentiful, and the need for new, 21st century skills in an increasingly complex environment is well documented. Follow this link to view transitionrelated skills: 21st Century Skills Iowa Core SkillsIowa Core Essential Skills: What students are expected to know and be able to do K-12
Skill 1: Identify Motivation and Interests:
Summary: Refer to Competency 1: Incorporating Student Interests and Preferences and the practices of facilitating student involvement, supporting family input, and arranging inclusive IEP meetings. Look at Competency 2: Are thetransitionassessments adequate? Is there a gap in data and is additional assessment needed?
Living:
Learning:
Working:
Skill 2: Identify Current Capacities
Summary: How would you summarize skill levels in the following areas?
Living:
Learning:
Working:
Transition Planning Chart:Transition Planning Chart
This chart is used for summarizing student's current skill levels in the following areas:
Area
Very Basic
Basic
Age Appropriate
Advanced
Unknown Inconsistent
Comments
Daily LivingSkills
Financial Literacy
SocialSkillsw/ Peers and Adults
Anger Management
Mobility Around Community
Written Language
Reading Comprehension
Consumer Math
Following Directions
Work Experience
Working with Others
Identified Career Interests
Skill 3: Identify Projected Mastery Levels: Projecting Future Capacities
Summary: In what areas is the student likely to achieve age appropriate levels of mastery, and what areas will he/she likely have difficulty?
Skill 4: Align Assessment Information and Post Secondary Expectations: Comparing Capacities to Demands
Summary: Do the post secondary expectations align with available assessment information? Are the PSE (post secondary expectations) ambitious yet feasible?
Living results:
Living PSE:
Learning results:
Learning PSE:
Working results:
Workings PSE:
Questions to Ask:
Does the assessment information meet compliance standards?
Does the post secondary expectation meet compliance standards?
Is the post secondary expectation an ambitious yet feasible long term goal ( does it align with the transition assessment information)?
Competency 3: Identifying Post Secondary Expectations:
Summary:Guiding Questions:
Resources:
Iowa Assessment Matrix
Career Interest Inventories
Find Job and Career Information
Each Iowa student must graduate with the 21st century skills necessary for a productive and satisfying life in a global knowledge-based environment. Descriptions of the new global reality are plentiful, and the need for new, 21st century skills in an increasingly complex environment is well documented. Follow this link to view transitionrelated skills: 21st Century Skills
Iowa Core SkillsIowa Core Essential Skills: What students are expected to know and be able to do K-12
Skill 1: Identify Motivation and Interests:
Summary: Refer to Competency 1: Incorporating Student Interests and Preferences and the practices of facilitating student involvement, supporting family input, and arranging inclusive IEP meetings. Look at Competency 2: Are thetransitionassessments adequate? Is there a gap in data and is additional assessment needed?
Living:
Learning:
Working:
Skill 2: Identify Current Capacities
Summary: How would you summarize skill levels in the following areas?
Living:
Learning:
Working:
Transition Planning Chart:Transition Planning Chart
This chart is used for summarizing student's current skill levels in the following areas:
Summary: In what areas is the student likely to achieve age appropriate levels of mastery, and what areas will he/she likely have difficulty?
Projected Mastery Levels Planning Chart: Projected Mastery Levels Chart
Summary: Do the post secondary expectations align with available assessment information? Are the PSE (post secondary expectations) ambitious yet feasible?
Living results:
Living PSE:
Learning results:
Learning PSE:
Working results:
Workings PSE:
Questions to Ask:
Does the assessment information meet compliance standards?
Does the post secondary expectation meet compliance standards?
Is the post secondary expectation an ambitious yet feasible long term goal ( does it align with the transition assessment information)?
Planning Post Secondary Outcomes Chart: Planning Post Secondary Outcomes Chart
Expectation Area
Characteristics
Environment
Activities